Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Among the IALIC-ists: the transcreation of intercultural knowledge landscapes


Published on

Fay, R., Zhou, X., and Huang, Z.M., University of Manchester, paper title: Among the IALIC-ists: the transcreation of intercultural knowledge landscapes. Paper presented the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Among the IALIC-ists: the transcreation of intercultural knowledge landscapes

  1. 1. Among the IALIC-ists: the transcreation of intercultural knowledge landscapes Richard Fay, Vivien Xiaowei Zhou and Zhuo Min Huang 24th November 2016
  2. 2. Structure 1. Background to the study 2. Methodological and Conceptual aspects (work in progress) 3. Some outcomes/insights so far 4. Initial attempts to map shaping influences ...
  3. 3. Evolving/Emergent Cultures of IALIC (1) Some starting points (1) …... the field of IC (and IALIC in particular) • is relatively young, and dynamic, and has interesting ‘fault-lines’: e.g. meeting points between: cross-cultural (essentialist-leaning) approaches and more critical perspectives; education- vs business- vs language-oriented foci; Global North and Global South theorising; etc • represents a rich site/space of/for ‘knowledge-work’, i.e. intercultural communication viewed as an emergent ‘knowledge landscape’ (Clandinin & Connelly) • Exploration of such knowledge-work and this emergent landscape might reveal something about:  the field of IC itself (what our understandings at this juncture? Where have come from? Where might they be headed? etc)  the processes (e.g. transcreation) through which this landscape is evolving  the possible shaping influences on the emergent ‘culture of IALIC’
  4. 4. Evolving/Emergent Cultures of IALIC (2) Some starting points (2) …... possible lines of exploration: • Our title intentionally echoes Tommy Dahlén’s (1997) ethnography of the developing field of intercultural communication. • His focus = the emergent professional cultures (of IC) (e.g. SIETAR) • Our focus = on the emergent (researcher-practitioner) cultures of an association (i.e. IALIC). • Whereas Dahlén worked ethnographically, we are intrigued by John Swales’ (1998) study of texts (i.e. a textography) within a university building to understand what happens in it and what it means to those involved • We are focusing on IALIC texts to better understand what is happening in our association and what this means for us. Also: Dwight Atkinson’s (1999) study of corpus of 1984-1998 ‘culture’ articles in TESOL Quarterly.
  5. 5. Initial Exploration: Piloting Moves • Focus  “What can we learn about the emerging cultures of IALIC (as a key intercultural association) from a study of the texts that its members write for its conferences?” • Develop a text corpus based on:  Calls for Papers for recent (globally-distributed) IALIC conferences (e.g. Durham 2012, Beijing 2015)  Sets of recent IALIC conference titles, abstracts, and keywords  Focus on terms/ideas used and authors cited • Trial analytical possibilities including:  content analysis, word-clouds/wordles/word-trees, corpus/concordancing techniques, network analysis …. Work in progress (initial stages)
  6. 6. Initial Exploration: Conceptual Underpinning • IALIC annual conferences, staged ‘alternately’ in Europe and Asia, represent a site for the transcreation of an ‘intercultural communication’ knowledge-landscape. • Building on previous work (Huang, Fay and White, 2015; forthcoming, 2017), the term transcreation refers to the transformative possibilities and complexities (i.e. across time, space, languages and cultures, disciplines and domains, etc.) of knowledge-work in our increasingly interconnected world. • It is partly through such transcreational processes that knowledge- landscapes (Clandinin and Connelly, 1995) evolve and develop. • The transcreational processes are shaped by influences such as the location of the conference (i.e. geographical), its the hosts (i.e. institutional, departmental, disciplinary), and Calls for Papers (i.e. thematic), etc. • The emerging cultures of IALIC can be explored diachronically and synchronically.
  7. 7. Examples: high-frequency words in ‘Calls for Papers’ Durham (2012) Word Count intercultural 25 communication 20 education 9 language 9 cultural 5 dialogue 5 asian 4 linguistics 4 research 4 competence 3 international 3 practices 3 theories 3 applied 2 approaches 2 challenges 2 china 2 conflict 2 current 2 dimensions 2 disciplines 2 Beijing (2015) Word Count intercultural 21 communication 14 language 13 practices 8 communities 7 local 7 conflict 6 education 6 international 6 social 6 development 5 new 5 research 5 cultures 4 researchers 4 change 3 chinese 3 foreign 3 identity 3 management 3 multilingual 3
  8. 8. Durham (2012) • intercultural communication into the 21st century • internationalisation and languages/intercultural communication/education • the cultural/intercultural dimensions of language learning and teaching (pedagogies) • emerging theories and methodologies for intercultural communication and language research • researching multilingually • intercultural (communication) competence and its assessment • interfaith/intercultural dialogue • ethical communication; intercultural responsibility • global/local citizenship and the intercultural • conflict, mediation, negotiation and peace communication • plurilingualism; bilingual and multilingual communication and education • political/historical/religious/geographical influences on intercultural communication • linguistics; sociolinguistics; applied linguistics • new technology and intercultural communication Examples: Key-themes in ‘Calls for Papers’ Beijing (2015) • Intercultural communication practices in language education e.g. Multilingual, multicultural practices and language teachers; Development of intercultural competence; New technology and intercultural education • Intercultural conflict and conflict management in communities e.g.Intercultural conflict and emotional management; Power, politics and conflict negotiation • Preservation and exploration of indigenous/local/native cultures e.g. Ethnocentric bias in intercultural (competency) models; Diversity and heterogeneity in indigenous/local/native cultures; Change, fusion and recreation of local cultures; Intercultural competency models revisited in local cultural contexts • Migration and international relocation e.g. Academic socialization of international students;Language and identity development • Other institutional practices e.g. Intercultural communication in the workplace;Translation and intercultural communication; Language, identity and international crime
  9. 9. Examples: Keywords in abstracts Word Count intercultural 58 communication 29 cultural 28 culture 22 competence 19 education 15 language 15 English 14 Chinese 13 analysis 12 discourse 11 china 9 teaching 9 awareness 8 identity 7 translation 7 communicative 6 critical 6 cross 6 Beijing (2015) -- keywords tagged by authors for their abstracts
  10. 10. Examples: Wordcloud of cited-authors Beijing (2015)
  11. 11. Aims: • to promote critical engagement with the notion of mediating between cultures and languages; • to explore the role of technology in bridging between diverse languages and cultures; • to explore the role of ‘broker’ in cross-cultural situations, including growing instances of ‘child language brokers’; • to promote understanding of how language brokering is perceived by researchers and practitioners from cross-cultural situations; • to provide a forum for a critique of existing analytical models of culture and language mediating practices that integrate current theories of language and intercultural communication; • to provide a forum on ways in which research into language and culture mediation can inform teachers’ praxis. Themes: • ‘Bridging’ of languages and cultures in the workplace • ‘Translanguaging’ practices • New approaches to analysing language and cultural mediation • Research models for language and culture brokering • Language and culture brokering and technology
  12. 12. 1991 2016 Diachronic Durham Beijing Barcelona Synchronic Possible shaping influences: points in time, geographic locations, host departments and disciplines, thematic foci, …. Exploring shaping influences on IALIC ‘cultures’ IC fieldsThemes Time Location IALIC Cultures
  13. 13. Some Concluding Thoughts • Our initial explorations (a kind of textography) of IALIC conference-related texts (e.g. Calls for Papers, Paper/Plenary Titles, Abstracts, Keywords, Special Issues of L&IC) suggests that evolving (over time) and emergent (at moments in time) ‘cultures of IALIC’ can be mapped. • Such mapping might enable us to consider what influences shape these cultures (e.g. location, hosting institution/department, current disciplinary debates, timing, thematic focus of CfP). • The underpinning conceptual apparatus (of knowledge-landscapes and transcreational processes) seems helpful but needs more work. • Mapping each conference (synchronic textography) might reveal some of the dynamics at play as foregrounded by the location, the theme etc • Mapping the ongoing cultures of IALIC (diachronic textography) might reveal something about the enduring plausibility and explanatory power of some ways of understanding (e.g. national/regional discourses) as well as track the development of alternative ways e.g. anti-essentialist, critical approaches). • Such mapping might enable IALIC to better understand its role in our IC field and how perhaps to steer future developments in it (e.g. upcoming CfP etc).
  14. 14. Examples: Word-trees of ‘Calls for Papers’ Durham (2012) Beijing (2015)